Answer:
B) No fallacy.
Explanation:
In this example, the speaker is using the authority of Professor Stevens as a way to justify the claim he is making. This is an appeal to authority, and there is no consensus as to whether this is a valid claim or a fallacy. Some authors consider this a valid claim, as the authority is a legitimate expert in the subject. Other authors consider it a fallacy, and it receives the name of <em>argumentum ad verecundiam</em>. This is based on the idea that even an expert can be wrong, and therefore, this is not an appropriate source of evidence.
The inference that can be made about Cassie in this story is that she is an outspoken child that likes to ask a lot of question.
In this story we can see her questioning the grandfather about his love for children till she tires him out.
After Grandfather answers her questions, she would go on to ask a different one still on the same topic.
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<u>Answer:
</u>
Approximately 19,000 legally authorized executions in the United States have been confirmed by M. Watt Espy.
<u>Explanation:
</u>
- Major Watt Espy was a researcher from Alabama who was the first to compile the details of about 19,000 legally authorized executions and publish it in the public domain by the name 'The Espy Files'.
- This data referred to the executions that happened over a long period of approximately 400 years starting from 1608 to 2002.
Answer:
The closest thing to the word or concept of "equality" in the Constitution is found in the Fourteenth Amendment. Added to the Constitution in 1868, this amendment contains a clause stating that "no state shall . . . deny to any person within its jurisdiction the equal protection of the laws."
Explanation:
<u>Maitland and Gervis' study on goal setting and coaches found that, for goals to be effective, coaches should b</u>e engaged with the goal-setting process. The study was to use naturalistic inquiry and the social cognitive theories of motivation to identify and describe the motivational choices that players make as they go through the goal-setting process and examine the influence of the coach on this process. It means that goal-setting needs had to be examined in a broader context than goal-setting theory.
<em>In short, coaches should engage in an interactive and ongoing dialogue with players, taking into account the motivational needs of the players and their own to improve the effectiveness of setting goals as a technique, and hence their effectiveness as a coach.</em>
